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ERIC Number: ED075479
Record Type: RIE
Publication Date: 1972
Pages: 21
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Institutional Design: An Administrative Approach.
Katz, Judd A.
Research shows that great success in behavior change lies in the manipulation of environmental contingencies. Efficient teaching is a function of the proper manipulation of events in the classroom. Many studies concerning classroom design, contingency contracting, and educational engineering have shown the effectiveness of the use of reinforcement in the classroom. The problem stems from the isolation of administrators and administrations from the mainstream of educational research. Administrators must understand and approve any change in educational design before it can be used. Even the best ideas of a school psychologist are useless if he is working within a closed administration. A relationship can be drawn between a school psychologist and a quality control director in the industry. Since a parallel exists between job functions, a parallel should also exist in administrative authority. The school psychologist, rather than being on an administrative level with a teacher, should hold an advisory position ranging within the levels of curriculum advisor and assistant superintendent. A collection of administrative problems in the school system and a selection of major U. S. business organization tables incorporating a quality control division and advisors are appended. (For related document, see TM 002 548-556, 558-559.) (KM)
Not available separately; see TM 002 548
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at Doctoral Seminar, University of Georgia, Fall 1971